Language, Literacy, and Learning in the Content Areas
Starting March 20, Drs. Sara Rutherford-Quach, Jeff Zwiers and Erika Moore Johnson at Stanford Graduate School of Education will offer Supporting Student Argumentation in English Language Arts and Social Studies, an online professional development course that focuses on student argumentation. The purpose of this course is to help teachers prepare students, and particularly language learners, to clearly communicate well-structured oral and written arguments about content-area concepts and topics.
Understanding Language is asking for your help in identifying the tools and supports that we might develop for teacher educators who work with pre-service candidates whose students are bilingual and learning English. If you are an instructor whose courses address issues of language learners or students’ academic use of language, we would greatly appreciate you filling out this brief survey. Please also share this post with your colleagues and friends in these types of positions!
Members of the Understanding Language team stand in solidarity with the Dreamers and defend the Deferred Action for Childhood Arrivals (DACA) program. We condemn the executive branch’s recent decision to rescind the DACA program and hope that congressional leadership will recognize the presence, efforts, and talents of these young people in our country.
Press Release from New America, August 16, 2017:
Two new reports from New America’s Education Policy Program stress the need to improve data quality and literacy to better track the performance of English learners (ELs), the fastest-growing student group in K–12 public education.